初中英语《Dealing with trouble》说课稿Word下载.docx

1、This text is about a diary of a boy, which content is focused on how the boysfather dealt with a trouble. This kind of topic is related to Ss daily life, so the Ss will love to read the dairy and desire to speak out their ideas. Thats say, the text offer a good chance for Ss to improve reading skill

2、s and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students English level and the demands of the New Standard English, I divide my lesson objectives into three categories:

3、knowledge objects,ability objects and moral objects.in the first place, knowledge objects include to learn new words and key expression by guessing and teachers guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simpl

4、e past tense.Ability objects contain to improve Ss ability of getting imformation by scanning and skimming; to develop Ss ability to describ an event that happened in our daily life; and cultivate Ss ability to discover, analyze and solve problem.At last moves to moral objects. The moral objects are

5、 to cultivate Ss awareness to help people who are in trpuble and to help Ssto realize the important of safety, try to learn how to pretect themselves in danger.Based on the objectives, I make the teaching key points and difficult points as follow.Teaching key points include the vocabulary and some p

6、hrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away. To improve Ss reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.While the t

7、eaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.2.the sencond part is analysis of students.The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some tr

8、oubles and they can share the pleasure of learning English. As junior middle school students, they cant keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthus

9、iasm and interest to take part in the class activities English teaching should face all the students, to some students who are poor at English, Ill give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp t

10、he help rules, its better for them to protect themselves.3.Then I move to the third part analysis of teaching and learning methods.As we know, its the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, Ill use the task-based teachin

11、g approach together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. Ill organize enough activities for the students to learn by group work, pair work, team work, competi

12、tion ,etc. These activities can cultivate the students sense of unity and cooperation. Ill use the learner-centered method .Ill act as a director while the students act as the real master of the class. Ill try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc.

13、 to help every student make a progress in my class. Let the students enjoy the process of learning English. Ill pay attention to both the formative assessment and the summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.4.T

14、eaching procedure is the forth part of my teaching structure.In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.Step 1:lead- inIn this step I will show some pictues on the screen to t

15、he Ss and ask them what they will do if they are in those situations, Let them discuss in pairs freely and then ask some Ss answer the question after 3 minutes.The purpose of showing pictures is that arouse Ss imagination to deal with the troubles when they see someone are drowning, trapping in fire

16、 and being robbed. The Ss will get excited to talk with their partners in English . Therefore, the topic of this lesson is naturally led in by discussing.Step 2: pre- readingIn this step , I first ask Ss see the title , subtitle and the photoes on the book and then let them discuss in groups in orde

17、r to try to guess the answers of questions in B1 and B2. Next , I ask the Ss to listen to the record to try to grasp the general idea of the passage.The purpose of this design is to train the speaking and listening abilities of students.This also can be feedback to check other students whether they

18、grasp the general idea of the passage.Step 3: while- readingI mainly use task-based method to help the Ss improve their reading skills in this step.Task1. Scanning for the questions in B2Finish those questions using scanning strategy. That is to say, you must let your eyes “scan” the text quickly to

19、 find details that you are looking for, you can find information quickly without reading the whole text. This activity provides practice in “scanning”. Read out the reading strategy for this unit. Explain it in more details and make sure students understand the difference between “reading for meanin

20、g” and “reading for detail”. Let Ss do a race. Encourage them finish these questions as quickly as they can. Ss who do a good job will get a star for his group.Task2. Read the passage carefully and do true or false exercises on the screen.The goal of this task is to let Ss get further understanding

21、of the article and check their reading results and the deployment of the reading strategies.Task3. Find out the new words and phrases. Let them guess from the context.New words: argument/ argue, dial, steal, notice, robbery, detail, railing.New phrases:hold out, in handcuffs, be afraid of, go on, sh

22、out at, stare at, and run away.This task pushes Ss to improve their ability to guess the words and carry out exploration study.Task4. Listen to the tape twice and fill out the missing words of the diary on the screen.Invite some students from different groups to answer the questions. Those whose ans

23、wers are right will get a star （prize） for their groups.This task aims to cultivate Ss abilities of memory, observation, imagination, and analysis. So does listening practice.Step 4: Post-readingIn this step I design 2 activities to help the Ss strengthen what they have read and learnt before.Activi

24、ty1. Deal with a trouble-role playAsk 10 Ss a group and give a play about the event of the diary .The purpose is that let Ss act and ask questions and learn by themselves. Ss can practice their spoken language, as well. Focus on self-learning.Activity2.Retell the article according to the photoes on

25、the book and some key words.This activity focus on their speaking ability and organization of material.Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group. Count all the stars and pick out the best group-Group Know in this class. Emphasize the importance of group work and self-learning.Step6: HomeworkWrite a diary with simple past tense.